On the 2nd of July St Nicholas College organised a Multiplier Event: Sharing of Good Practice stemming from our Erasmus+ Accreditation Projects. The event, which was held at St Nicholas College Rabat Middle School, showcased the work of educators, students, and members of the Senior Leadership Teams within our schools. Educators from across all the schools in St Nicholas College, as well as Heads of College Networks from across eleven Colleges and Education Officers were invited to attend.
After a brief introduction by Ms Josephine Mifsud, former Head of College Network and Ms Flavia Grima, the new Head of College Network, the floor was given to the educators who had attended different kinds of mobilities: Courses and Training, Job Shadowing and Pupil Mobilities. Educators prepared presentations and videos and described their mobilities in detail: how they were approached by the Head of College Network, the type of activity they attended, how it effected their professional development, and how everything was then tied up to the College’s main targets. Although the students could not participate in the event, their presence was still felt as educators who participated in pupil mobilities conducted interviews with the students who attended the mobilities; thus bringing their perspective to the proceedings as well.
This activity and the mobilities were made possible thanks to St Nicholas College Accreditation Grant, co-funded by the European Union.
Two educators from St Nicholas College, Dingli Secondary School – Ms Joanne Valentine and Ms Noemi Deulofeu – recently attended the Erasmus+ Course ‘Designing Inclusive Learning Environments to Support all Students‘ at the Europass Teacher Academy in Athens, Greece. The course took place from Monday to Friday, with Saturday designated for cultural activities. Throughout the week, the program took place in the mornings, and in the afternoons, we explored the city of Athens on our own. On Saturday, in collaboration with the group of Portuguese teachers, we visited Aegina, a pistachio-producing island located near Athens.
Monday 20th January
The first day focused on school presentations, starting with Cyprus, followed by ice-breaking activities and the introduction of course participants. A presentation on Greece, its regions, and the course objectives was delivered. Information about the group was shared, which consisted of five Portuguese teachers (primary and secondary school teachers from different specialisations, sharing one Headmaster of all cluster schools, positively leading approximately 200-300 teachers), one Cypriot teacher (a primary school teacher, managing approximately 200 students with a particular focus on conflicts between refugee and local students), and two Maltese teachers. The session included an introduction to the humanistic participative model, cooperative strategies, and the concept of inclusion. Participants were also introduced to video content explaining different modes of applying inclusion methods for education. A very interesting video from a school in Barcelona was also shown to the participants followed by discussions focusing on the “road to inclusion”.
Presentations continued, with a focus on Portugal’s approach to education. The session delved deeper into inclusion strategies, exploring the principles of equity and equality. The Universal Design for Learning (UDL) framework was introduced, highlighting four key elements of inclusion: presence, participation, achievement, and the removal of barriers to learning. The session addressed how to support marginalized, excluded, or underachieving learners and explored the pillars of inclusion, including inequality, equality, equity, and justice.
Wednesday 22nd January
The concept of co-teaching was explored through an example in mathematics, explained by the Portuguese participants. UDL framework was discussed in-depth, with participants divided into three groups to gain a better understanding of how UDL works, including engagement, representation, and action. Tools such as Edutopia’s Check-in/Check-out system were presented. This method follows targeted students (mainly those that require support emotionally and socially) by staff members regularly, and acts accordingly upon their needs, presenting possible daily goals to improve and reflection after the day passed.
Some key concepts such as Vygotsky’s theories on collaboration and soft skills development through collaboration and digital tools (Padlet, Reader, NaturalReaders.com) were also explored during this session.
Thursday 23rd January:
The knowledge gained on UDL the previous day was applied in group activities. Tasks were differentiated into three levels: advanced (extended task), main task, and differentiated tasks for students with special needs (Tier 3 and 2). Strategies to foster both extrinsic and intrinsic motivation were discussed, and participants were encouraged to offer students autonomy and responsibility. The focus was on UDL engagement, recognizing that curricula are often designed with the “average” student in mind. Participants also explored the use of Coggle (Mind Map) and watched a video on PBIS (Positive Behavioural Interventions and Supports) from the United States.
Friday 24th January
The last day began with our presentation on the Maltese Islands, the Maltese education system and how our school operates on a daily basis. We also showed them a video with the various activities we organised at our school during the past year.
We then continued into a conclusion of all the course, we made sure all information was understood both in theory and practice, specifically the pragmatic outcomes. The last day we used it to make questions, share contacts and we also ended up visiting the Stavros Niarchos Foundation Cultural Centre (SNFCC) in Athens, which included a library tour.
This visit provided a practical context for explaining engagement and differentiation in education, emphasizing collaboration and fostering an inclusive environment. A tour of the SNFCC was followed by a group session on Bloom’s Taxonomy and a story circle. This activity concluded the course in a collaborative experience, in which every person shared their personal highlights of the course, and together, we built a story that represented each and every one of us, through a creative end.
Learning Outcomes:
Participants gained an in-depth understanding of UDL guidelines and their practical application. The course fostered a broader understanding of diverse educational systems, particularly those in Portugal, Greece, Malta and Cyprus. Participants learned how to apply differentiation strategies to support inclusion and promote equity and justice. A key outcome was the realization that teaching is transitioning from traditional methods to a more differentiated approach. The course introduced Project-Based Learning (PBL) and cooperative strategies such as “Think, Pair, Share,” and emphasized the importance of fostering both extrinsic and intrinsic motivation in the classroom. The concept of “Multi-Tiered Systems of Support” and the application of Vygotsky’s theories were central to the discussions. Additionally, the course explored the importance of critical thinking and active learning strategies.
Conclusion:
The Erasmus+ course facilitated the development of essential knowledge and skills, bridging theory with practice. Meaningful interactions allowed participants to apply their newfound knowledge in real-world settings, particularly in fostering collaboration within diverse classrooms. The course highlighted the importance of adaptation and differentiation to accommodate various learning needs and cultural backgrounds. While the participants acknowledged that full implementation of UDL could be challenging, there was a shared commitment to improving teaching practices. It was also recognized that further training in the use of AI tools is necessary. The course underscored the need for greater support for educators both inside and outside the classroom, alongside a focus on becoming digitally competent educators. Awareness of key educational concepts such as UDL and differentiation was also recognized as essential for the development of future lesson plans.
This mobility was made possible thanks to St Nicholas College Accreditation funds, co-funded by the European Union.
A group of school leaders from St Nicholas College recently attended the Erasmus+ Course ‘AI Ethics and Bias: Diversity, Inclusion, and Representation in AI Tools‘ in Budapest Hungary. Ms Josette White, HOS at Attard Primary, Ms Natalie Saliba, HOS at Dingli Primary and Ms Doriann Portanier Mifsud, HOS at Rabat Middle School attended the course. They were also accompanied by Ms Josephine Mifsud, Head of College Network and Ms Amanda Debattista, College Erasmus+ Coordinator.
The course addressed ethical considerations and bias in AI algorithms, student cheating, privacy concerns, over-reliance on technology, lack of representation (gender, age, ethnicity, abilities), and equity issues. Participants were introduced to several tools, and were able to work on practical examples and discuss/share their results with the rest of the class. Some of the tools used during the course were:
ChatGPT, Claude, Gemini, Microsoft Co-Pilot
Artificial Intelligence Chatbots
Quizizz
Generate Quizzes and Assessment with AI
Tengr.ai
AI Image Editor/Generator
Adobe Firefly
Generate and Edit Images; Create Videos and Sounds
Udio, Suno
Audio/Lyrics/Song Creator
Synthesis, Heygen
Video Generator
Microsoft Reading Coach
AI Story Creator and Immersive Reader
Quillbot
Plagerism Checker/AI Detector
Slidesgo
Online Presentation Generator
During the course, participants were also reminded about using AI tools ethically, and ensuring inclusivity by catering to diverse student needs. They were challenged into identifying and addressing biases through the crafting and comparison of more effective prompts and commands; thus ensuring that generated texts and images are truly representative.
The Senior Leadership Team at our College throughly enjoyed this great learning experience. As School Leaders, they feel more equipped to use AI Tools in their schools, and look forward to mentoring their staff in using these new resources whilst ensuring an ethical and unbiased experience for all.
This mobility was made possible thanks to St Nicholas College Accreditation funds, co-funded by the European Union.
Ms Nadia Mifsud, Ms Maria Gatt and Ms Diane Mifsud, educators at St Nicholas College Mtarfa Primary School, recently attended the Erasmus+ Course ‘Attention Please! Digital Tools and Techniques for Student Engagement’ in Budapest, Hungary.
Ms. Lara Portelli and Ms. Riann Fenech Gladwish from St Nicholas College, Mtarfa Primary School, attended the Erasmus+ Course ‘Using ICT Tools to Integrate Migrant Students in the Classroom’. The course was held between the 1st and the 5th of July in Florence, Italy. Our educators were presented with various apps they can use in the classrooms to help integrate migrant students at school.
In July 2024, Ms Janice Vella Muscat – a Primary Teacher from St Nicholas College, Ġanni Cilia Primary School in Mġarr – had the opportunity to attend a five-day course titled ICT Tools for a Creative and Collaborative Classroom in the beautiful city of Florence, Italy. This mobility experience was truly enriching, both professionally and culturally. The course brought together educators from various parts of Europe, including participants from Greece, Poland, Austria, Budapest, and Bilbao. It provided an ideal platform for exchanging ideas and learning about the latest innovations in the field of education technology.
Ms Janice during her presentation on the Maltese Educational System and Mġarr Primary School
During the course, Ms Vella Muscat was introduced to a variety of ICT tools that can greatly enhance teaching and learning. Some of the key tools we explored included Padlet, Copilot, Gemini, and ChatGPT, each designed to foster creativity and collaboration in the classroom. The educators also delved into digital tools for assessment, such as Plickers, Slido, and Eduaide, which offer dynamic ways to engage students and assess their progress. These tools provide a wide range of possibilities to make learning more interactive and student-centered.
Experimenting with Digital Tools
A significant portion of the course was dedicated to exploring AI tools, which are rapidly evolving and becoming more integrated into educational settings. The discussions surrounding AI tools, especially those for image creation and content generation, highlighted the growing impact of artificial intelligence on teaching practices. This course not only equipped Ms Vella Muscat with practical ICT knowledge but also gave her a deeper understanding of how AI can shape the future of education.
This mobility was made possible thanks to St Nicholas College Accreditation funds, co-funded by the European Union.
In July 2024, Mr. Jeffrey Zammit, the Education Officer for St. Nicholas College, went on an Erasmus experience in Valencia. During this opportunity, he connected with 16 other educators, primarily principals and heads of schools from various European countries. Together, they participated in a course focused on AI-Enhanced Learning Experiences —one that tries to integrate artificial intelligence into today’s classrooms.
The course mainly focused on two questions that educators and school leaders often face:
How can school administrators and educators can effectively use AI in their daily responsibilities?
In what ways is AI is impacting leadership within schools?
To explore these questions, participants made use of various web tools, using AI, including:
Fobizz, aplatform where educators make use of digital technologies into their teaching practices, ultimately enhancing student engagement.
Bot Assistants in Education: These tools provide immediate support to students, facilitating personalized learning.
AI in the Flipped Classroom: AI enhances the flipped classroom model by offering personalized learning pathways.
ChatGPT: The group discussed the risks of such tool but agreed that it also offers significant educational advantages.
Quizizz: An interactive platform that gamifies assessments, making learning enjoyable.
Canva: A design tool that helps educators and students to create visuals in their educational materials.
Suno: An innovative tool that assists educators in creating songs, enhancing the learning experience through music.
Each day of the course featured a “Reflection Roundtable,” where participants engaged in discussions about their learnings and exchanged insights with one another. This collaborative environment fostered deeper connections and enriched the overall educational experience.
Click on the following link to download a presentation with all the activities covered during the course:
A group of eight members of the SLT, including St Nicholas College Network Head of College Network Ms Josephine Mifsud and Director General People Management Ms Mary Scicluna recently attended the Erasmus+ funded course ‘Inclusive Education for School Leaders: Setting the Vision and Agenda‘ in Florence, Italy. The course focused on helping school leaders acquire the strategic managerial tools necessary to promote inclusion in their schools for the benefit of the whole community. The target audience for the course are school principals and deputies, who want to increase the capacity of their whole staff to bring inclusion in the school’s everyday life.
Participants were also able to analyse a variety of case studies to find out paradigms and strategies (e.g., the Low Arousal Approach) on how to shape an emotionally caring environment in their schools to support both the learners and the staff in adopting behavior that promotes inclusion at all levels.
Apart from the College HCN (Ms Josephine Mifsud) and DG People Management (Ms Mary Scicluna), the course was also attended by Ms Marianne Cachia, Ms Elizabeth Galea and Mr Robert Saliba (Heads of School); Ms Deborah Montebello and Ms Annemarie Camilleri (Assistant Heads of Schoo) and Ms Amanda Debattista (Project Coordinator). The course also met one of the College’s main aims for our Erasmus+ Accreditation: Inclusion of Migrant Learners in our school community. This mobility was made possible thanks to St Nicholas College Accreditation funds, co-funded by the European Union.
On the 3rd of July St Nicholas College organised a Multiplier Event: Sharing of Good Practice stemming from our Erasmus+ Accreditation Projects. The event, which was held at St Nicholas College Dingli Secondary School, showcased the work of educators, students, and members of the Senior Leadership Teams within our schools. Educators from across all the schools in St Nicholas College, as well as Heads of College Networks from across eleven Colleges and Education Officers were invited to attend. The event was also supported by the European Union Programmes Agency, with Mr Clifford Debattista, Head of Communications, giving a concluding speech.
After a brief introduction by Ms Josephine Mifsud, Head of College Network, the floor was given to the educators who had attended different kinds of mobilities: Courses and Training, Job Shadowing and Pupil Mobilities. Educators prepared presentations and videos and described their mobilities in detail: how they were approached by the Head of College Network, the type of activity they attended, how it effected their professional development, and how everything was then tied up to the College’s main targets. Although the students could not participate in the event, their presence was still felt as educators who participated in pupil mobilities conducted interviews with both parents and students who attended the mobilities; thus bringing their perspective to the proceedings as well.
This activity was made possible thanks to St Nicholas College Accreditation funds, co-funded by the European Union.
One of the main objectives our College wishes to achieve through our Erasmus+ Accreditation is the fostering of well-being amongst both Educators and Students. Ms Alexia Cutajar (College Social Worker), Ms Amanda Debattista (Erasmus+ Coordinator) and Ms Marija Vella (College Counselor) attended an Erasmus+ course in Barcelona, which focused on Social and Emotional Learning.
During the course, the participants discussed our students face a world of complex relationships that require them to identify and manage their emotions, interact constructively with others, understand healthy boundaries, and take responsibility. These “intelligences”, as described by Daniel Goleman, can be incorporated into our teaching practices through Social and Emotional Learning (SEL) methods and strategies.2
Through practical and experiential activities, Ms Alexia, Ms Marija and Ms Amanda have deepened their own self-awareness, empathy, and social skills, which has greatly enriched their own Social and Emotional Intelligence. During the course, they also discussed concrete tools and strategies for conflict management, stress reduction, and resilience will empower the group to not only do SEL activities but to be an SEL educator.
A more detailed presentation about their activities can be downloaded by clicking on the link below:
St.Nicholas College Malta 